State and curriculum in the transition to socialism: the Zimbabwean experience
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Date
Authors
Jansen, Jonathan D.
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Chicago Press
Abstract
Uses a case study of curriculum innovation in Zimbabwe to assess existing explanations of why colonial curriculum content persists in many postcolonial states despite radical policy efforts. Argues for the primacy of conflict, history, and politics as determinants of school curriculum in Third World transition states.
Description
Keywords
Curriculum development, Educational change, Government role, Politics of education, Educational policy, Developing countries, Conflict, Social change, Cultural differences
Sustainable Development Goals
Citation
Jansen, J 1991, ‘The state and curriculum in the transition to socialism: the Zimbabwean experience’, Comparative Education Review, vol. 35, issue 1, pp. 76-91. [http://www.journals.uchicago.edu/CER/home.html]